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Usuario:Editor/Primaria cancelado 2020/Foreign Language/Malla Curricular Sexto Grado (editar)

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{{Switch CNB Primaria Idioma Extranjero}}
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{{DISPLAYTITLE:{{SUBPAGENAME}} - {{#titleparts: {{PAGENAME}} | -1 | -2 }}}}
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== Competence 1  ==
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'''Competence:''' 1. Comprehends phrases and sentences heard in English related to the environment.<ref>Se ha modificado el texto original de esta página para eliminar el uso exclusivo inapropiado del género masculino. El original puede consultarse en la [[{{TALKPAGENAME}}|página de discusión]].</ref>
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{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |1.1. Understands basic instructions within the class.
 +
|1.1.1. Verb to be. Affirmative, Negative, yes/no questions.
 +
|
 +
* Showing comprehension of the verb to be in instructions heard.
 +
|- valign="top"
 +
|1.1.2. Verb to have. Have/has third person.
 +
|
 +
* Understanding of the verb to have in instructions heard.
 +
|- valign="top"
 +
|1.1.3. Pronouns: Personal and Object pronouns.
 +
|
 +
* Pointing to the corresponding people according to the pronoun heard in instructions.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |1.2. Demonstrates comprehension of simple sentences related with daily activities.
 +
|1.2.1. Hygiene Habits. Simple present. Verbs to brush, to comb, to take a shower.
 +
|
 +
* Performing hygiene mimics according to sentences heard.
 +
|- valign="top"
 +
|1.2.2. Verb to do. To do vs to make.
 +
|
 +
* Executing actions according to the sentences heard that use the verb to do.
 +
|- valign="top"
 +
|1.2.3. The housework. Frequency adverbs.
 +
|
 +
* Demonstrating through TPR approach the housework vocabulary and chores heard in sentences.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |1.3. Explains of different forms of sentences heard.
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|1.3.1. Adjectives. Opposite.
 +
|
 +
* Describing adjectives heard in sentences.
 +
|- valign="top"
 +
|1.3.2. Modal Can. Abilities.
 +
|
 +
* Representing throughout art sentences that are heard using the verb can.
 +
|- valign="top"
 +
|1.3.3. Possessive Adjectives. Possessive nouns. (Apostrophe/’s)
 +
|
 +
* Showing through other language the possessive adjectives heard.
 +
|}
 +
 +
== Competence 2 ==
 +
'''Competence:''' 2. Reads comprehensively phrases and sentences in English related to previous knowledges and interests.
 +
{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |2.1. Practices oral and silent reading of phrases related to daily activities.
 +
|2.1.1. The forest. Main ideas. Support ideas.
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|
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* Reading aloud passages related to forest care.
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|- valign="top"
 +
|2.1.2. Modals verbs.
 +
|
 +
* Identifying the meaning of modals in noiseless passages.
 +
|- valign="top"
 +
|2.1.3. Adverbs.
 +
|
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* Explaining the function of each adverb in passages prepared.
 +
|- valign="top"
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| colspan="1" rowspan="3" |2.2. illustrates in different ways is understood from readings.
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|2.2.1. Geometric shapes vocabulary.
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|
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* Drawing descriptions read about geometric shapes.
 +
|- valign="top"
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|2.2.2. Environmental care. Main idea and details.
 +
|
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* Drawing the main idea of the passage about the environmental care.
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|- valign="top"
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|2.2.3. The Zoo Characters. Scene.
 +
|
 +
* Making presentations about the zoo readings made.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |2.3. Shares the main idea of readings related to interests.
 +
|2.3.1. Hobbies. Verbs to skim and scan.
 +
|
 +
* Narrating a synthesis of readings about a favorite hobby.
 +
|- valign="top"
 +
|2.3.2. Sports. Modals: Could, be able to, can.
 +
|
 +
* Explaining the main idea of articles about sports.
 +
|- valign="top"
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|2.3.3. Dreams. Modal: Would/Would like.
 +
|
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* Describing the most important of readings related to their dreams.
 +
|}
 +
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== Competence 3 ==
 +
'''Competence:''' 3. Expresses simple ideas orally using the learned vocabulary and with syntactic structure.
 +
{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |3.1. Forms simple sentences according to the previous example sentences.
 +
|3.1.1. Countries and flags. Countries and nationalities.
 +
|
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* Talking about countries and flags forming short sentences.
 +
|- valign="top"
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|3.1.2. Friendships. Personal description. Moods.
 +
|
 +
* Describing friends using simple sentences.
 +
|- valign="top"
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|3.1.3. Heroes. Personal descriptions (adjectives).
 +
|
 +
* Presenting a short speech about a favorite hero.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |3.2. Builds sentences with grammar structure.
 +
|3.2.1. Respect someone else. Parts of the speech.
 +
|
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* Using sentences with subject and predicate about respecting someone else.
 +
|- valign="top"
 +
|3.2.2. Verb like. Gerunds.
 +
|
 +
* Explaining preferences using the verb to like.
 +
|- valign="top"
 +
|3.2.3. Recycling. Parts of the speech.
 +
|
 +
* Exposing advantages of recycle using short sentences.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |3.3. Builds phrases and sentences using the new vocabulary.
 +
|3.3.1. Customs. Vocabulary.
 +
|
 +
* Using phrases that describe the traditions of their community.
 +
|- valign="top"
 +
|3.3.2. Christmas. Vocabulary.
 +
|
 +
* Making dialogues with a partner using sentences about Christmas.
 +
|- valign="top"
 +
|3.3.3. Life timeline. Simple past tense with regular verbs.
 +
|
 +
* Describing their life timeline by using sentences.
 +
|}
 +
 +
== Competence 4 ==
 +
'''Competence:''' 4. Produces phrases and sentences, following models proposed in class.
 +
{| class="wikitable"
 +
! style="width:20%"| Learning Outcomes
 +
! style="width:30%"| Contents
 +
!Assessment Criteria
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |4.1. Participates in playful writing activities.
 +
|4.1.1. Animal welfare. Phrasal verbs.
 +
|
 +
* Writing signs and banners for animal protection.
 +
|- valign="top"
 +
|4.1.2. Tongue twisters. Ortografía.
 +
|
 +
* Writing explanations to tongue twisters.
 +
|- valign="top"
 +
|4.1.3. Feelings and emotions. How do you feel?
 +
|
 +
* Describing their feeling with short paragraphs.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |4.2. Writes sentences explaining the parts of its grammar structure.
 +
|4.2.1. Culture. Parts of the speech.
 +
|
 +
* Identifying the verb when he writes sentences about their culture.
 +
|- valign="top"
 +
|4.2.2. Art. Parts of the speech. Subject.
 +
|
 +
* Identifying the subject when writing sentences about art.
 +
|- valign="top"
 +
|4.2.3. Typical Food. Parts of the speech. Predicate or complement.
 +
|
 +
* Explaining how to identify the complement in sentences related with typical food.
 +
|- valign="top"
 +
| colspan="1" rowspan="3" |4.3. Writes different types of sentences on familiar topics.
 +
|4.3.1. Favorite Movie. Affirmative statements.
 +
|
 +
* Writing affirmative sentences structure about their favorite movies.
 +
|- valign="top"
 +
|4.3.2. Receipes. Cooking verbs
 +
|
 +
* Writing sentences that describe the recipe process.
 +
|- valign="top"
 +
|4.3.3. Pets. Negative sentences.
 +
|
 +
* Writing negative sentences structure about pets.
 +
|}
 +
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== Notas ==
 +
<references />
 +
 +
[[Categoría:Primaria]]
 +
[[Categoría:Malla Curricular]]
 +
 +
 +
[[Categoría:Comunicación y Lenguaje]]
 +
 +
<!------
 
{{Switch CNB Primaria Idioma Extranjero}}
 
{{Switch CNB Primaria Idioma Extranjero}}
   Línea 6: Línea 208:  
'''Competence:''' 1. Comprehends phrases and sentences that listens in English related to his environment.
 
'''Competence:''' 1. Comprehends phrases and sentences that listens in English related to his environment.
 
{| class="wikitable"
 
{| class="wikitable"
−
!Learning Outcomes
+
! style="width:20%"| Learning Outcomes
−
!Contents
+
! style="width:30%"| Contents
 
!Assessment Criteria
 
!Assessment Criteria
−
|-
+
|- valign="top"
 
| colspan="1" rowspan="3" |1.1. Understands basic instructions within the class.
 
| colspan="1" rowspan="3" |1.1. Understands basic instructions within the class.
 
|1.1.1. Verb to be. Affirmative, Negative, yes/no questions.
 
|1.1.1. Verb to be. Affirmative, Negative, yes/no questions.
−
|• Showing comprehension of the verb to be in instructions he hears.
+
|
−
|-
+
* Showing comprehension of the verb to be in instructions he hears.
 +
|- valign="top"
 
|1.1.2. Verb to have. Have/has third person.
 
|1.1.2. Verb to have. Have/has third person.
−
|• Understanding of the verb to have in instructions he hears.
+
|
−
|-
+
* Understanding of the verb to have in instructions he hears.
 +
|- valign="top"
 
|1.1.3. Pronouns: Personal and Object pronouns.
 
|1.1.3. Pronouns: Personal and Object pronouns.
−
|• Pointing to the corresponding people according to the pronoun he hears in instructions.
+
|
−
|-
+
* Pointing to the corresponding people according to the pronoun he hears in instructions.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |1.2. Demonstrates comprehension of simple sentences related with daily activities.
 
| colspan="1" rowspan="3" |1.2. Demonstrates comprehension of simple sentences related with daily activities.
 
|1.2.1. Hygiene Habits. Simple present. Verbs to brush, to comb, to take a shower.
 
|1.2.1. Hygiene Habits. Simple present. Verbs to brush, to comb, to take a shower.
−
|• Performing hygiene mimics according to sentences he hears.
+
|
−
|-
+
* Performing hygiene mimics according to sentences he hears.
 +
|- valign="top"
 
|1.2.2. Verb to do. To do vs to make.
 
|1.2.2. Verb to do. To do vs to make.
−
|• Executing actions according to the sentences he hears that use the verb to do.
+
|
−
|-
+
* Executing actions according to the sentences he hears that use the verb to do.
 +
|- valign="top"
 
|1.2.3. The housework. Frequency adverbs.
 
|1.2.3. The housework. Frequency adverbs.
−
|• Demonstrating through TPR approach the housework vocabulary and chores that he hears in sentences.
+
|
−
|-
+
* Demonstrating through TPR approach the housework vocabulary and chores that he hears in sentences.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |1.3. Explains of different forms the sentences that he hears.
 
| colspan="1" rowspan="3" |1.3. Explains of different forms the sentences that he hears.
 
|1.3.1. Adjectives. Opposite.
 
|1.3.1. Adjectives. Opposite.
−
|• Describing adjectives, he listens in sentences.
+
|
−
|-
+
* Describing adjectives, he listens in sentences.
 +
|- valign="top"
 
|1.3.2. Modal Can. Abilities.
 
|1.3.2. Modal Can. Abilities.
−
|• Representing throughout art sentences that he listens using the verb can.
+
|
−
|-
+
* Representing throughout art sentences that he listens using the verb can.
 +
|- valign="top"
 
|1.3.3. Possessive Adjectives. Possessive nouns. (Apostrophe/’s)
 
|1.3.3. Possessive Adjectives. Possessive nouns. (Apostrophe/’s)
−
|• Showing through other language the possessive adjectives that he hears.
+
|
 +
* Showing through other language the possessive adjectives that he hears.
 
|}
 
|}
   Línea 44: Línea 255:  
'''Competence:''' 2. Reads comprehensively phrases and sentences in English related to his previous knowledges and interests.
 
'''Competence:''' 2. Reads comprehensively phrases and sentences in English related to his previous knowledges and interests.
 
{| class="wikitable"
 
{| class="wikitable"
−
!Learning Outcomes
+
! style="width:20%"| Learning Outcomes
−
!Contents
+
! style="width:30%"| Contents
 
!Assessment Criteria
 
!Assessment Criteria
−
|-
+
|- valign="top"
 
| colspan="1" rowspan="3" |2.1. Practices oral and silent reading of phrases related to his daily activities.
 
| colspan="1" rowspan="3" |2.1. Practices oral and silent reading of phrases related to his daily activities.
 
|2.1.1. The forest. Main ideas. Support ideas.
 
|2.1.1. The forest. Main ideas. Support ideas.
−
|• Reading aloud passages related to forest care.
+
|
−
|-
+
* Reading aloud passages related to forest care.
 +
|- valign="top"
 
|2.1.2. Modals verbs.
 
|2.1.2. Modals verbs.
−
|• Identifying the meaning of modals in noiseless passages.
+
|
−
|-
+
* Identifying the meaning of modals in noiseless passages.
 +
|- valign="top"
 
|2.1.3. Adverbs.
 
|2.1.3. Adverbs.
−
|• Explaining the function of each adverb in the passages he has done.
+
|
−
|-
+
* Explaining the function of each adverb in the passages he has done.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |2.2. illustrates in different ways what he understands from the readings.
 
| colspan="1" rowspan="3" |2.2. illustrates in different ways what he understands from the readings.
 
|2.2.1. Geometric shapes vocabulary.
 
|2.2.1. Geometric shapes vocabulary.
−
|• Drawing descriptions that he reads about geometric shapes.
+
|
−
|-
+
* Drawing descriptions that he reads about geometric shapes.
 +
|- valign="top"
 
|2.2.2. Environmental care. Main idea and details.
 
|2.2.2. Environmental care. Main idea and details.
−
|• Drawing the main idea of the passage about the environmental care.
+
|
−
|-
+
* Drawing the main idea of the passage about the environmental care.
 +
|- valign="top"
 
|2.2.3. The Zoo Characters. Scene.
 
|2.2.3. The Zoo Characters. Scene.
−
|• Making presentations about the zoo readings which he has done about it.
+
|
−
|-
+
* Making presentations about the zoo readings which he has done about it.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |2.3. Shares the main idea of readings related to his interests.
 
| colspan="1" rowspan="3" |2.3. Shares the main idea of readings related to his interests.
 
|2.3.1. Hobbies. Verbs to skim and scan.
 
|2.3.1. Hobbies. Verbs to skim and scan.
−
|• Narrating a synthesis of readings about his favorite hobby.
+
|
−
|-
+
* Narrating a synthesis of readings about his favorite hobby.
 +
|- valign="top"
 
|2.3.2. Sports. Modals: Could, be able to, can.
 
|2.3.2. Sports. Modals: Could, be able to, can.
−
|• Explaining the main idea of articles about sports.
+
|
−
|-
+
* Explaining the main idea of articles about sports.
 +
|- valign="top"
 
|2.3.3. Dreams. Modal: Would/Would like.
 
|2.3.3. Dreams. Modal: Would/Would like.
−
|• Describing the most important of readings related to his dreams.
+
|
 +
* Describing the most important of readings related to his dreams.
 
|}
 
|}
   Línea 82: Línea 302:  
'''Competence:''' 3. Expresses simple ideas orally using the learned vocabulary and with syntactic structure.
 
'''Competence:''' 3. Expresses simple ideas orally using the learned vocabulary and with syntactic structure.
 
{| class="wikitable"
 
{| class="wikitable"
−
!Learning Outcomes
+
! style="width:20%"| Learning Outcomes
−
!Contents
+
! style="width:30%"| Contents
 
!Assessment Criteria
 
!Assessment Criteria
−
|-
+
|- valign="top"
 
| colspan="1" rowspan="3" |3.1. Forms simple sentences according to the previous example sentences.
 
| colspan="1" rowspan="3" |3.1. Forms simple sentences according to the previous example sentences.
 
|3.1.1. Countries and flags. Countries and nationalities.
 
|3.1.1. Countries and flags. Countries and nationalities.
−
|• Talking about countries and his flag forming short sentences.
+
|
−
|-
+
* Talking about countries and his flag forming short sentences.
 +
|- valign="top"
 
|3.1.2. Friendships. Personal description. Moods.
 
|3.1.2. Friendships. Personal description. Moods.
−
|• Describing his Friends using simple sentences.
+
|
−
|-
+
* Describing his Friends using simple sentences.
 +
|- valign="top"
 
|3.1.3. Heroes. Personal descriptions (adjectives).
 
|3.1.3. Heroes. Personal descriptions (adjectives).
−
|• Presenting a short speech about his favorite hero.
+
|
−
|-
+
* Presenting a short speech about his favorite hero.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |3.2. Builds sentences with grammar structure.
 
| colspan="1" rowspan="3" |3.2. Builds sentences with grammar structure.
 
|3.2.1. Respect someone else. Parts of the speech.
 
|3.2.1. Respect someone else. Parts of the speech.
−
|• Using sentences with subject and predicate about respecting someone else.
+
|
−
|-
+
* Using sentences with subject and predicate about respecting someone else.
 +
|- valign="top"
 
|3.2.2. Verb like. Gerunds.
 
|3.2.2. Verb like. Gerunds.
−
|• Explaining his preferences using the verb to like.
+
|
−
|-
+
* Explaining his preferences using the verb to like.
 +
|- valign="top"
 
|3.2.3. Recycling. Parts of the speech.
 
|3.2.3. Recycling. Parts of the speech.
−
|• Exposing advantages of recycle using short sentences.
+
|
−
|-
+
* Exposing advantages of recycle using short sentences.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |3.3. Builds phrases and sentences using the new vocabulary.
 
| colspan="1" rowspan="3" |3.3. Builds phrases and sentences using the new vocabulary.
 
|3.3.1. Customs. Vocabulary.
 
|3.3.1. Customs. Vocabulary.
−
|• Using phrases that describe the traditions of his community.
+
|
−
|-
+
* Using phrases that describe the traditions of his community.
 +
|- valign="top"
 
|3.3.2. Christmas. Vocabulary.
 
|3.3.2. Christmas. Vocabulary.
−
|• Making dialogues with his partner using sentences about Christmas.
+
|
−
|-
+
* Making dialogues with his partner using sentences about Christmas.
 +
|- valign="top"
 
|3.3.3. Life timeline. Simple past tense with regular verbs.
 
|3.3.3. Life timeline. Simple past tense with regular verbs.
−
|• Describing his life
+
|
−
 
+
* Describing his life timeline by using sentences.
−
timeline by sentences.
  −
 
  −
using
   
|}
 
|}
   Línea 124: Línea 349:  
'''Competence:''' 4. Produces phrases and sentences, following models proposed in class.
 
'''Competence:''' 4. Produces phrases and sentences, following models proposed in class.
 
{| class="wikitable"
 
{| class="wikitable"
−
!Learning Outcomes
+
! style="width:20%"| Learning Outcomes
−
!Contents
+
! style="width:30%"| Contents
 
!Assessment Criteria
 
!Assessment Criteria
−
|-
+
|- valign="top"
−
| colspan="1" rowspan="3" |4.1. Participates in playful writing activities.
+
| colspan="1" rowspan="3" |4.1. Participates in playful writing activities.
 
|4.1.1. Animal welfare. Phrasal verbs.
 
|4.1.1. Animal welfare. Phrasal verbs.
−
|• Writing signs and banners for animal protection.
+
|
−
|-
+
* Writing signs and banners for animal protection.
 +
|- valign="top"
 
|4.1.2. Tongue twisters. Ortografía.
 
|4.1.2. Tongue twisters. Ortografía.
−
|• Writing explanations to tongue twisters.
+
|
−
|-
+
* Writing explanations to tongue twisters.
 +
|- valign="top"
 
|4.1.3. Feelings and emotions. How do you feel?
 
|4.1.3. Feelings and emotions. How do you feel?
−
|• Describing his feeling with short paragraphs.
+
|
−
|-
+
* Describing his feeling with short paragraphs.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |4.2. Writes sentences explaining the parts of its grammar structure.
 
| colspan="1" rowspan="3" |4.2. Writes sentences explaining the parts of its grammar structure.
 
|4.2.1. Culture. Parts of the speech.
 
|4.2.1. Culture. Parts of the speech.
−
|• Identifying the verb when he writes sentences about his culture.
+
|
−
|-
+
* Identifying the verb when he writes sentences about his culture.
 +
|- valign="top"
 
|4.2.2. Art. Parts of the speech. Subject.
 
|4.2.2. Art. Parts of the speech. Subject.
−
|• Identifying the subject when he writes sentences about art.
+
|
−
|-
+
* Identifying the subject when he writes sentences about art.
 +
|- valign="top"
 
|4.2.3. Typical Food. Parts of the speech. Predicate or complement.
 
|4.2.3. Typical Food. Parts of the speech. Predicate or complement.
−
|• Explaining how to identify the complement in sentences related with typical food.
+
|
−
|-
+
* Explaining how to identify the complement in sentences related with typical food.
 +
|- valign="top"
 
| colspan="1" rowspan="3" |4.3. Writes different types of sentences on familiar topics.
 
| colspan="1" rowspan="3" |4.3. Writes different types of sentences on familiar topics.
 
|4.3.1. Favorite Movie. Affirmative statements.
 
|4.3.1. Favorite Movie. Affirmative statements.
−
|• Writing affirmative sentences structure about his favorite movies.
+
|
−
|-
+
* Writing affirmative sentences structure about his favorite movies.
 +
|- valign="top"
 
|4.3.2. Receipes. Cooking verbs
 
|4.3.2. Receipes. Cooking verbs
 
|
 
|
−
* Escribe oraciones que describen el proceso de una receta.
   
* Writing sentences that describe the recipe process.
 
* Writing sentences that describe the recipe process.
−
|-
+
|- valign="top"
 
|4.3.3. Pets. Negative sentences.
 
|4.3.3. Pets. Negative sentences.
−
|• Writing negative sentences structure about his pets.
+
|
 +
* Writing negative sentences structure about his pets.
 
|}
 
|}
 +
 
[[Categoría:Primaria]]
 
[[Categoría:Primaria]]
 
[[Categoría:Malla Curricular]]
 
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[[Categoría:Comunicación y Lenguaje]]
 
[[Categoría:Comunicación y Lenguaje]]
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Obtenido de «https://cnbguatemala.org/wiki/Especial:MobileDiff/87576...127389»